UCR Te meen | (F® Review S-blends Gan ee © Rime Cards at, ap, in, ip, ot, op, ell Use the ‘Quick Dash’, Preparation and materials + Rime Cards: See Review list + Blends/Digraphs Songs CD, #20, Iyrics available on TG CD 2 + Project or copy lyrics on a chart + Consonant Blend Cards: se, sl, Sammy Snake PP PD @QAAA 0 eee Enon | ® Sammy Snake and Peter Puppy Listen to the Sammy Snate and Peter Puppu « Wedeat Tee, Song. Then read it with the children a few times, pointing to words on the E. Word Wall Words my, do chart you have prepared. Have some children picture-code or highlight the « + Unit 6 Word Cards slip, scat, sp at the start of words. Discuss words such as suspended, spanned, and “7 skip, skin, sled, smell, smog, ]/ unsuspecting, that some children may not be familiar with « ene. tiem aaoteen © Plan and play Discuss a plan for dramatizing the song one stanza at a ‘ mud, TG CD2 time. Ask the children to.read or sing a stanza, and then act out the scene. & + Tricky Word Cards: ike, to, Suggestion: Act out, The spider can “spin a special spiral web*, by drawing a We, get, nt, do, Inthe, my, spiral on the board. « TGCD2 ‘Small group/independent & * Additional Word Cards: was, ae now, stiff, swell i < Sri neha © Sammy Snake words Distribute the Blend Cards and the Rime Cards, one per eer ed sed child, Display Sammy Snake's PCC. We are going to do some Ive reading with gq Snake and Peter Puppy Song fon sentence strips, one line per strip these Blend Cards and Rime Cards and each word we make will tell us something rd to build a word by saying ‘about Sammy Snake. Call children to come forwar ng the letter names on their cards. For example, for the first word say, Weneed s-p (letter names) and o-t, Have the children face the class with their Gres in live spelling. Have the class sound out the onset /sssssp/, ar JD i oj aM Scanned with CamScannerB ‘8U, and finally the whole word spot. Then share the sentence ee ne word to tell something about Sammy Snake. After a few words, ifyou tke. the children may make up your own sentences rather than use those below. ‘spot Sammy Snake has a favorite spot to take a snooze at the end of some words. skin Sammy Snake has scaly yellow and green skin. slip Sammy Snake is so slender he can slip through small spaces, smell Sammy Snake likes to smell steamy soup. snug In winter, Sammy likes a snug, warm bed for sleeping. Stop Sammy Snake will stop at the supermarket for some salad for his supper. Swell Sommy Snake swells up to a capital S when he starts his name or someone else's name. © Written Word Sort Project a copy of the ‘Lesson 141 Written Word Sort page, CF draw similar boxes on the screen and distribute copies. Call out the fing Roja: Children repeat it and then ubber-band stretch the word. Tell childsen to look at the top row of boxes to find the beginning blend, Each child Points to the box under the first two letters in the word. Once children have chenae 2 box. point to the correct box on your projected page. Have children mbton band stretch the word again, and write itn the box. Alter they have writes the word, write it on your copy for them to check. After you finish the top row, ‘ead the words left to right with the class, and then have them read thors (or Partner. Continue with the same steps for the bottom row. Words for top row: swim, skip, slam, snack Words for bottom row: spell, smash, stop, scat © Tricky Word Practice Write ‘my’ on the board Use my in a sentence and talk Mr. |. Put a wavy line under y and tell children they my to your Word Wall © Practice the word ‘do.’ Write do on the board and discuss its sounds, Make a wavy line under the 0, Have children practice ai-writing and writing on paper, ‘or white board, three times each as usual. Add do to your Word Well © Display the Word Cards from the sentence below in a random arrangement, Say the sentence and have children repeat it twice. Then they take turns placing the Words Cards. Read the whole sentence again, pointing to the cards, Tell the children they will be writing the sentence in a moment. Turn the cards to their blank side and have children “read the invisible sentence” as they take turns pointing to the blank side of the Word Cards, Then have children write the sentence on their papers. When each one finishes, have the child read their sentence to you, and guide corrections. Finally, turn the cards to the word side for children to check their papers. Sentence: We do not like to spill stuff, (Gettion 4: Consonantipie nds Scanned with CamScanner